Title: How do I get from here to there? Through Motion!
Summary:
Yesterday the student's began a new unit on Motion and Forces and were introduced to terms such as position, location, and reference point. Today, we are going to complete section 1 of the first chapter by learning about motion. Motion is a change in position and can be different depending on relative motion. I will teach this to the students through a short power point that highlights important vocabulary and key concepts on the topic and also through a short hands on activity with a partner. Today, I will present the power point to the class first because I feel that in order to describe the results of the activity accurately, they will need to know the proper vocabulary and terms to do so. The activity is found on page 12 of the textbook, "How are changes in position observed?" The students will work with a partner or in a group of 3 if necessary. They will be required to answer the two questions under What do you think? I will give the students about 10-15 minutes to complete this activity. I will collect the students activity sheets with their responses on it. The power point will take about half the class to get through and the activity will take about the other half. At the end of the class I will assign the homework that will assess the students understanding on all of chapter 1. Homework will be to complete Chapter 1.1 Review (Key concepts 1-3 and Critical Thinking 4 and 5) and also to complete description wheels for today's key vocabulary (motion and relative motion).
Objectives:
Students will be able to describe an objects motion and describe changes in position through experimentation. (Activity "How are changes in position observed?")
Materials:
Small ball
Paper/pencil
Paper
Notebook
Textbook
Instruction: Opening
Middle
Closing
Assessment:
After the power point, the students will be put in pairs or small groups to complete a short activity that will assess their knowledge on motion and relative motion. I will be visiting each group during the activity and asking them questions to test their knowledge and understanding on the subject matter. I will be doing this to make sure that if there are any misconceptions or confusions amongst the students I can help correct them and guide them in the right direction. With this, there will also be a required written response of two questions that tests the students understanding of what happened and why in this activity. The questions are not going to count for an actual grade, they are simply just for myself to review to see if the students are understanding "motion" and if not, where they are going wrong. This way here I can correct any misconceptions at the beginning of class tomorrow.The students will not know this ahead of time because if they do, I fear they will put less effort into their responses which will defeat the purpose of it. Furthermore, the students will be completing Chapter 1.1 review (Key concepts 1-3 and Critical Thinking 4 and 5). They will also complete description wheels for today's key vocabulary (motion and relative motion). The vocabulary wheels will remain in their notebook and act as a study guide for the chapter test. I do not want them to rip the piece of paper out and chance them losing it. I will simply go around the class tomorrow and check that the wheels are complete, they will not count as a grade. The chapter 1.1 review will be collected at the beginning of class tomorrow which will remain in my possession until the completion of chapter 1. As we go through all of the sections and the reviews are completed, I will be putting each students together and grading them along the way. At the end of all the sections I will staple and hand back all of the reviews to each student which will serve as a grade study guide for the chapter test. All of the reviews together will count as one homework grade.
Summary:
Yesterday the student's began a new unit on Motion and Forces and were introduced to terms such as position, location, and reference point. Today, we are going to complete section 1 of the first chapter by learning about motion. Motion is a change in position and can be different depending on relative motion. I will teach this to the students through a short power point that highlights important vocabulary and key concepts on the topic and also through a short hands on activity with a partner. Today, I will present the power point to the class first because I feel that in order to describe the results of the activity accurately, they will need to know the proper vocabulary and terms to do so. The activity is found on page 12 of the textbook, "How are changes in position observed?" The students will work with a partner or in a group of 3 if necessary. They will be required to answer the two questions under What do you think? I will give the students about 10-15 minutes to complete this activity. I will collect the students activity sheets with their responses on it. The power point will take about half the class to get through and the activity will take about the other half. At the end of the class I will assign the homework that will assess the students understanding on all of chapter 1. Homework will be to complete Chapter 1.1 Review (Key concepts 1-3 and Critical Thinking 4 and 5) and also to complete description wheels for today's key vocabulary (motion and relative motion).
Objectives:
Students will be able to describe an objects motion and describe changes in position through experimentation. (Activity "How are changes in position observed?")
Materials:
Instruction:
Opening
Middle
Closing
Assessment:
After the power point, the students will be put in pairs or small groups to complete a short activity that will assess their knowledge on motion and relative motion. I will be visiting each group during the activity and asking them questions to test their knowledge and understanding on the subject matter. I will be doing this to make sure that if there are any misconceptions or confusions amongst the students I can help correct them and guide them in the right direction. With this, there will also be a required written response of two questions that tests the students understanding of what happened and why in this activity. The questions are not going to count for an actual grade, they are simply just for myself to review to see if the students are understanding "motion" and if not, where they are going wrong. This way here I can correct any misconceptions at the beginning of class tomorrow.The students will not know this ahead of time because if they do, I fear they will put less effort into their responses which will defeat the purpose of it. Furthermore, the students will be completing Chapter 1.1 review (Key concepts 1-3 and Critical Thinking 4 and 5). They will also complete description wheels for today's key vocabulary (motion and relative motion). The vocabulary wheels will remain in their notebook and act as a study guide for the chapter test. I do not want them to rip the piece of paper out and chance them losing it. I will simply go around the class tomorrow and check that the wheels are complete, they will not count as a grade. The chapter 1.1 review will be collected at the beginning of class tomorrow which will remain in my possession until the completion of chapter 1. As we go through all of the sections and the reviews are completed, I will be putting each students together and grading them along the way. At the end of all the sections I will staple and hand back all of the reviews to each student which will serve as a grade study guide for the chapter test. All of the reviews together will count as one homework grade.